cec 2016 documentation in english

CONTENT

EDITORIAL....3

PROGRAM....4

CEC 2016....8Civic Education as a Means for Social Change?

PROJECT MARKETPLACE....13

TOPICS....15ARTS AND CULTURERULE OF LAWEQUALITY AND DIVERSITYEDUCATING FOR ENGAGEMENT

NACE (Networking Arab Civic Education)....25

PARTNERS....29

PARTICIPANTS....32

IMPRINT....38

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EDITORIALMore than five years have passed since the Arab revolutions erupted, opening up unprecedented freedoms and possibilities for

civil society actors as well as art and culture professionals. These freedoms, however, are now exposed to numerous challenges

and need our protection and defence more than ever before.

Over the period of those five years, the role of civil society has also undergone fundamental changes across the entire region.

We have seen many promising and fruitful developments, but these have not been without setbacks along the way. Throughout

all of this, civic education has remained a cornerstone in our efforts to facilitate knowledge transfer and exchanges of experience

between individuals and organisations. After all, politically aware and assertive citizens determined to get involved in their

communities are, more than ever, a prerequisite for peaceful co-existence, a prosperous economy, and a dynamic civil society.

Civic engagement allows young people in particular to grow into well-informed and self-determined human beings, and to

participate actively in society. Therefore, our efforts in the region to promote civic education need to continue; similarly, we must

strive to extend these educational programmes to places that have so far been neglected.

Two and a half years after the first Civic Education Conference 2013 (CEC) in Alexandria, Egypt, we extended an invitation to

civic education stakeholders to join us for another conference with the aim to take stock, examine what we have achieved so far,

and look at what lies ahead of us. Around 200 people from 15 countries followed the invitation, and came together in Hammamet,

Tunisia for the CEC 2016. They sought to learn from their experience in previous years, and join their efforts to advance civic

education in the region. The conference was organised by the Goethe-Institut in cooperation with the Danish Egyptian Dialogue

Institute (DEDI), the Federal Agency for Civic Education (bpb), the Union des Tunisiens Indépendants pour la Liberté (UTIL), and

the Tahrir Lounge@Goethe, and was held under the auspices of the Tunisian Ministry of Education.

At the centre of the CEC 2016 were exchanges of experience and networking. The conference gathered together important civic

education actors from the Arab region and Europe once more and thus operated as a platform where new contacts between

individuals, but also between civil society organisations and the education sector, could be forged. We are convinced that the

informed discussions and exchange of experience that took place at the conference, as well as the newly created “Networking

Arab Civic Education” (NACE), introduced officially on the occasion, are all important contributions to strengthen future

educational work in the region. The Goethe-Institut is looking forward to accompanying those developments.

We would like to thank the Federal Foreign Office and our partners for their support, dedication and commitment. We extend a

warm thank you as well to the Tunisian Ministry of Tourism, and, of course, to all participants of the conference, who, through

their contributions to the CEC 2016 and their daily work in civic education, create the very foundation of a conference like this.

Gabriele BeckerGoethe-InstitutFormer Regional Director North Africa/Middle East

PROGRAMCIVIC EDUCATION CONFERENCE CECMAY 13-15, 2016, TUNISIA Conference languages: English/Arabic

From May 13-15, 2016 the second Civic Education Conference took place in Tunisia. Building on the first one which took place in

December 2013 in Alexandria, the conference focused on assessing the development of the sector build on the 60

recommendations, and updated them in an effort to align to the current context ensuring relevance, through a participatory

approach.

It was worked around four topics:

• Arts and Culture

• Rule of Law

• Equality and Diversity

• Educating for Engagement

The conference explored especially on outreach, terminology, policies, and stakeholders’ engagement. Plenaries offered a number

of impulses to present questions of common concerns. Parallel sessions were offered to allow interaction among participants and

speakers from a variety of backgrounds.

Moez Ali (UTIL) presents the results of CEC 2016 on the final press conference.

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DAY 1 Friday, 13 May 2016

13:00–15:00 Arrival and Registration

15:00–16:00 Opening Remarks

Insights on the Current State of Civic Education in the Region

“From CEC 2013 to CEC 2016”

Mona Shahien, Founder Tahrir Lounge@Goethe

“Studies on Civic Education”

Shahdan Arram, Danish Egyptian Dialogue Institute (DEDI)

Rana Gaber, Egyptian Youth Federation

Moderators: Nelly Corbel, Lazord Foundation

Susanne Ulrich, Center for Applied Policy Research (C∙A∙P)

16:00-17:30 Keynote Speeches

Speakers: Dr. Abdelbasset Ben Hassan, Präsident des Arab Institute for Human Rights

Prof. Dr. Jan-Werner Müller, Princeton University

17:30-18:00 Coffee Break

18:00-19:30 Panel Discussion - Arts and Culture

Are arts and culture a tool or a principle of civic education? This thematic area will examine the interplay between these two per-

spectives and how it is reflected in the civic education sector of the MENA region.

Speakers: Johannes Ebert, General Secretary of the Goethe-Institut

Thomas Krüger, President of the Federal Agency for Civic Education (bpb)

Soufiane Feki, General Director of the Centre of Arab and Mediterranean Music

Moderator: Nelly Corbel

19:45-20:30 Speed Dating

20:30-22:30 Opening Reception

DAY 2 Saturday, 14 May 2016

9:00-10:30 Panel Discussion - Rule of Law

From rule of man to rule of law: how can civic education instill the principles of accountability, due process and transparency? This

thematic will be looking at the needed societal transformation and consequent educational needs to accompany this change process.

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19:30-23:00 Cultural Evening

Arts and Culture Equality and Diversity Rule of Law Educating for Engagement

Facilitators:

Ali Azmy

Anja Besand

Rowan El Shimi

Zoltan Gal

Facilitators:

Rana Gaber

Petra Grüne

Mohamed El Mongy

Susanne Ulrich

Facilitators:

Amin Ghali

Louisa Slavkova

Reem Awny

Marinko Banjac

Facilitators:

Elhossien Mahmoud

Jakob Erle

Sabr Louhichi

Damjan Mandelc

WORLD CAFÉ

Speakers: Prof. Dr. Salsabil Klibi, University of Tunisia

Prof. Dr. Jeffrey Gedmin, Georgetown University



11:00-12:30 Panel Discussion - Equality and Diversity

From assimilation to inclusiveness: what is the spectrum of integration for a cohesive society? This thematic will be exploring the

role of civic education in instilling principles of tolerance, inclusiveness and integration in communities.

Speakers: Prof. Dr. Hana Ben Abda, Faculty of Law, Economics and Management, Jendouba Tunisia

Dr. Nasreen Rehman, Chair of the British Muslims for Secular Democracy

Moderator: Susanne Ulrich

12:30-13:00 Break

13:00-14:30 Panel Discussion - Educating for Engagement:

From formal curriculum to the informal sector, how is our youth educated? This thematic will dive into methods and practices across

Europe and MENA to identify successful models and their challenges.

Speakers: Adel El Haddad, Director General for Programs and Continuous Training, Ministry of Education Tunisia

Benedikt Widmaier, Director of the Academy for Political and Social Education, Haus am Maiberg


14:30-16:00 Opening of the Project Marketplace and Lunch

16:00-18:30 Parallel Workshops

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DAY 3Sunday, 15 May 2016

9:00-9:30 Plenary: Summary of previous days and preliminary conclusions

9:30-12:30 Parallel Workshops: finalizing recommendations

13:00-14:00 Lunch

14:00-15:00 Project Marketplace and Open Microphone

15:00-16:00 Plenary: Reporting back and validating the recommendations


16:30-17:00 Introducing NACE - Networking Arab Civic Education

Moez Ali, Union des Tunisiens Indépendants pour la Liberté (UTIL)

17:00-18:00 Closing Remarks

DAY 4Monday, 16 May 2016

9:00-10:00 Press Conference (Hotel Africa, Tunis)

Mona Shahien, Tahrir Lounge@Goethe

Nelly Corbel, Lazord Foundation

Petra Grüne, Federal Agency for Civic Education (bpb)

Moez Ali, Union des Tunisiens Indépendants pour la Liberté (UTIL)

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CEC 2016 CIVIC EDUCATION AS A MEANS FOR SOCIAL CHANGE?

Keynote speakers of the CEC 2016: Dr. Abdelbasset Ben Hassen (President of the Arab Institute for Human Rights, left) und Prof. Dr. Jan-Werner Müller (Princenton University, right).

What can civic education achieve, and where are its limits? What challenges do civil society actors in education and culture face

when creating and implementing their projects, and how can networking between these actors be strengthened? The Civic

Education Conference (CEC) 2016 in Yasmine Hammamet in Tunisia, which took place from 13 to 15 May 2016, sought answers to

these and other questions, bringing together around 200 people from 15 countries to discuss, exchange ideas, and initiate

projects. The conference was sponsored by the Federal Foreign Office, and organised by the Goethe-Institut in cooperation with

the Danish Egyptian Dialogue Institute (DEDI), the Federal Agency for Civic Eduction (bpb), the Union des Tunisiens Indépendants

pour la Liberté (UTIL), and Tahrir Lounge@Goethe. The event was held under the auspices of the Tunisian Ministry of Education

and was supported by the Tunisian Ministry of Tourism.

Building on the results and experiences of the first Civic Education Conference in the Egyptian Mediterranean metropolis of

Alexandria in December 2013, the most recent CEC 2016 was committed to a participatory and pro-active exchange of

experience. At the top of the CEC agenda was networking between civil society organisations and grassroots-initiatives involved

in the fields of education and culture in North Africa, the Middle East, and Europe. Participants and organisers alike emphasised

that the regional and international networking between civil society stakeholders remains one of the most important tasks and

challenges in providing successful and sustainable civic education.

Therefore, this year’s conference placed a particular focus on effective networking. In fact, the establishment of a network in the

field of civic education, alongside an exchange of experience and fruitful discussions, was considered the most important result

of the CEC 2016 by Moez Ali, Head of UTIL: “There was no platform for the exchange of research experience until today,” he said.

However, with NACE (Networking Arab Civic Education) one such platform has been created and was formally introduced and

launched at the end of the conference.

About 200 participants from 15 countries participated in the Civic Education Conference 2016.

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CIVIC EDUCATION SHOULD START AT PRIMARY SCHOOL LEVEL

NACE seeks to closely work with all conference partners and interested organisations on expanding civic education projects, and

on accelerating exchanges with comparable networks in Europe. Above all, it intends to create spaces for the exchange of

knowledge in the region, and thus considerably advance the institutionalisation of work already achieved over the past years.

“We want NACE to become a bridge between the north and the south of the Mediterranean region, and help to improve our

cooperation,” Ali explained. The platform further aims to give impulses for the reform of the education system as a whole. “Civic

education should start at primary school level,” Ali insisted. Passing on the reports on the CEC 2016 and its results to the Tunisian

Ministry of Education was the first step towards this goal, he said.

Likewise, Petra Grüne from the Federal Agency for Civic Education (bpb) in Bonn, emphasised the importance of cooperation

between Europe and North Africa in civil society matters: “If we look at the challenges facing us today, it becomes clear that

these are not limited to one country only. We are all facing similar challenges, as we are living in a world of mutual

dependencies. Dialogue and civic education are therefore more important than ever in the northern and southern Mediterranean

regions,” Grüne told the conference audience.

In the meantime, Gabriele Becker, the former director of the Goethe-Institut in Cairo and head of the regional office for North

Africa and the Middle East, expressed optimism regarding the future of civic education in North Africa, and great satisfaction

with the results of the CEC 2016: “Once again, the conference brought together important stakeholders in the field of civic

education from the Arab region, and enabled them to exchange their experience. I believe it was by means of these encounters,

joint workshops, and, last but not least, the informal exchange of opinions alongside the conference, that we were able to

strengthen our network.”

Informal exchange was encouraged through the Project Market Place, a feature that had already enriched the CEC 2013. In the

context of this small “fair”, organisations and grassroots-initiatives active in civic education had the opportunity to set up

information stands, present their projects and ideas to interested visitors, and establish new contacts. About 30 organisations

were represented on the market place of the CEC 2016, distributing brochures and project materials, or screening short films.

Among them were the National Alliance of Civic Education for Youth (NACEY) from Egypt, founded in 2014, Tanweer Foundation

from Cairo, the John D. Gerhart Center for Philanthropy and Civic Education, working under the roof of the American University

in Cairo (AUC), and the Tunisian NGOs Al Bawsala and I Watch. They all were joined by Tahrir Lounge@Goethe and the Goethe-

Institut, presenting their civil society projects.

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Of course, many more steps towards a stronger civic education sector in the region were taken at the CEC 2016. They were

developed in several panel discussions during the first two conference days, and by four working groups, that met in intensive

two-day workshops to formulate the most important recommendations for the future of education work in the region. The 200

participants thus had plenty of time to talk about their experience, problems and challenges in their respective countries and

professional fields, and to discuss relevant strategies and methods.

The broad list of participants guaranteed a wide range of discussions and diverse exchange. While the first CEC 2013 in

Alexandria was attended almost exclusively by Egyptians, the audience of the latest conference was much more international.

Alongside the majority of attendees from Tunisia, Egypt and Germany, the CEC 2016 attracted stakeholders from Jordan, Algeria,

Morocco, Slovenia, the Netherlands, Denmark, Pakistan, Moldova, Romania, and the United States. The conference also featured a

much greater variety of organisations and professional fields, including not only representatives of public and private education

institutions, but also professors and lecturers from universities in Europe, North America and the Middle East, as well as human

rights activists and trade unionists.

The CEC 2016 opened with speeches lauding the underlying principle of the conference, learning from each other, and raising the

fundamental question regarding the general purpose of civic education. Prof Jan-Werner Müller (Princeton University)

commented on the entry of populism into the politics of democratic societies, and called for opposing this development by means

of spreading awareness. In his keynote speech, the president of the Arab Institute for Human Rights in Tunisia, Dr Abdelbasset

Ben Hassan, spoke about the key role of civil society in creating progressive education and introducing values and principles into

a society: something that could not be simply achieved by a “technical apprenticeship”. How, then, he asked, could civic education

become a “means for change in our lives”?

“A democracy needs far more than just democratic institutions. It needs democratically minded citizens,” Thomas Krüger,

president of the bpb, spoke outright. Civic education, he said, could constitute an important tool to foster exactly such

development. “However, we do not only need civic education, we need much more,” believes the founder of the Tahrir

Lounge@Goethe in Cairo, Mona Shahien. “Civic education requires new tools and methods – formal and informal ones. Workshops

are not enough to initiate change. It starts with our daily lives, where we need to practice these values and ideas.”

A Suitable Environment for the Exchange of Ideas

How this objective could or should be advanced in the context of educational work was addressed in the recommendations

developed during the four workshops on “Arts and Culture”, “Rule of Law”, “Equality and Diversity”, and “Education and Civil

Engagement” respectively. As in 2013, these workshops offered the opportunity to discuss more specific questions and formulate

recommendations in small groups. At the end of the CEC 2016, 37 recommendations were adopted in the order of their

importance, reflecting some of the most urgent challenges faced by civic education in the region today.

THE PRINCIPLE: LEARNING FROM EACH OTHER

Interaction was a main factor of CEC 2016.

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Besides suggesting the creation of public spaces and the decentralisation of educational work, the workshop recommendations

reiterated the necessity of networking and cooperation between governmental and civil society actors. While networking

structures were strengthened considerably at the CEC 2016, the question of what educational work is actually able to achieve still

remains open. Thomas Krüger got to the heart of the matter when he said that “Civic education alone cannot solve the problems

of societies in transition, but it can create an atmosphere suitable for the exchange of ideas.”

PROJECT MARKETPLACE

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. AFS Tunisia

. L’ APNEK

. Arab Origami Center

. British Muslims for Secular Democracy

. Center for Applied Policy Research Munich (C∙A∙P)

. Center for Citizenship Education

. Danish Adult Education Association

. Doustourna

. European Endowment for Democracy

. European Federation for Intercultural Learning (EFIL)

. Federal Agency for Civic Education (bpb)

. Fanni Raghman Anni

. Goethe-Institut

. History Workshop in Egypt

. Ikteshaaf

. Kreisau-Initiative

. Legal forum

. Middle East and North Africa committee (menac)

. National Trade Union Confederation of Moldova - Trade

Union School of Moldova

. Rasail El Ghad association

. Réseau Enfants de la Terre

. Sites et monuments du cap bon

. Sousse Demain

. Sustainable Social Development Organization (SSDO)

http://www.afs-tunisia.org

https://www.facebook.com/Apnek-248651475206520

http://araborigamicenter.org

http://bmsd.org.uk

http://www.cap-akademie.de

http://www.ceo.org.pl

http://www.daea.dk

http://doustourna.org

https://www.democracyendowment.eu

http://www.efil.afs.org

http://www.bpb.de

http://www.fanniraghmananni.org

http://www.goethe.de

https://historyworkshopsegypt.net

http://www.ikteshaaf.com

http://www.kreisau.de

http://www.facebook.com/legal.fourm

https://menacblog.wordpress.com

http://www.cnsm.md

https://www.facebook.com.groups/315295858566968/

http://www.facebook.com/Réseau-Enfants-De-La-

Terre-17392304935486

http://www.facebook.com/معالم-ومواقع-بالوطن-القبلي-Sites-et-

monuments-du-capbon-370840846338626

http://www.facebook.com/soussedemain

http://www.ssdo.org.pk

. Tahrir Lounge@Goethe

. The Centre for Balkan Cooperation

. Thoth Egypt for Development & Heritage

. Tunisian association for civic education

. l’Union Tunisienne de l’Agriculture et de la Pêche (UTAP)

. Wataneya Society

. Youth Decide

. Youthinkgreen – Egypt

http://www.facebook.com/tahrirlounge

http://cbcloja.org.mk

http://www.thothegypt.org

http://www.facebook.com/AljmytAltwnsytLltrbytAlmdnyt

http://utap.org.tn

http://www.wataneya.org

http://www.youthdecides.org

http://www.youthinkgreen-egypt.org

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TOPICS

. ARTS AND CULTURE

. RULE OF LAW

. EQUALITY AND DIVERSITY

. EDUCATING FOR ENGAGEMENT

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1

ARTS AND CULTUREIn civic education, arts and culture occupy a special position. This became abundantly clear during the first panel discussion on

“Arts and Culture” at the CEC 2016, where Johannes Ebert, Secretary-General of the Goethe-Institut, stressed the unique role of

both in our striving for the conquest of public spaces: “Projects in the public sphere demonstrate that this space is a centre of

democracy. Art involves people who live here, promotes their creativity, and provides a possibility of participation in their own

society.” Therefore, the Goethe-Institut also seeks to help in creating such spaces, Ebert explains, but the challenges were great

and numerous.

By challenges Ebert first and foremost referred to the centralised situation of the arts and culture industries in urban regions.

Thomas Krüger, President of the Federal Agency for Civic Education, raised yet another difficult question in his contribution to

the discussion regarding the target groups of arts and culture: Who was actually interested in culture and education projects, and

who felt addressed by them? He considered the disadvantage of civic education programmes to be that they mainly attracted

people who were already interested in political education. Therefore, the question of how less-educated segments of a society

could be included was one to be discussed. In the meantime, taking projects into the public realm could help to spread civic

education on a larger scale through art, Krüger said, as art encourages people to get involved.

In addition to the panel discussion, the workshop on “Arts and Culture” granted the problem of exclusivity a similar degree of

attention. How could cultural institutions become more inclusive? How to deal with the fact that some countries imposed

increasingly severe restrictions on public space? The workshop participants agreed that, particularly against this backdrop, the

availability of spaces for arts and culture must only not be limited to a small privileged minority. The recommendations

formulated in the workshop, and adopted at the CEC 2016, tackled related problems, including most importantly geographical and

social decentralisation of the arts and culture industries in order to improve outreach to all social strata, as well as the

introduction of new funding models in culture.

Group work during the workshop of “Art and Culture”.

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1

RECOMMENDATIONS• Consider crowd funding as one of the main resources to support arts and culture projects and make it accessible across

social classes. (60%)

• Create a wiki/toolkit that includes resources, tools, and teaching materials for practitioners of arts and civic

education. (68%)

• Create cultural spaces and facilitate their use and accessibility to the public (actual and virtual spaces). (80%)

• Establish a regional foundation for civic education to ensure the implementation of the recommendations and

their sustainability through a network across the region. (65%)

• Decentralize arts and culture in two ways:

1) in a geographical sense, reaching out to marginalized and disadvantaged areas;

2) in an abstract sense that goes beyond the mainstream definition of art, thus supporting marginalized areas of art

in an ongoing differentiation process. (68%)

• Open up cultural and educational institutions and organizations and adopt a proactive approach to the target

groups in order to support inclusivity and accessibility. (79%)

• Adopt a participatory/integrative approach in creating cultural and artistic projects (regarding the design as well as

the cooperation between civic and pedagogical/educational society). (74%)

• Boost networking in order to bring about greater awareness of the potential of the combination of civic education

and arts and culture. This means donors should start supporting more joint, cross-sectorial projects such as training

courses, collaborations, festivals, etc. (76%)

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RULE OF LAW

Prof. Dr. Jeffrey Gedmin (Georgetown University) spoke about freedom of speech amongst other topics as part of the panel discussion about “The Rule of Law”.

While the first three of four blocks of sessions at the CEC 2016 explicitly dealt with civic education, its methods, objectives, and

impact, another topic, concerning the very foundation of civic engagement, was placed on the agenda, namely “Rule of Law”.

After all, legal frameworks not only constitute a permanent point of reference for civil society, but influence its scope of

freedoms as well. This made the provision of a platform to discuss related questions from the perspective of education policy

makers even more important.

Dr Salsabil Klibi, professor for constitutional law at the University of Tunis, opened the panel discussion with a jurisprudential

talk that gave insights into fundamental discourses on rule of law, and shed light on the challenges facing civil society. The latter,

she said, was constantly put to the test by new communication technologies, as well as the implementation of exceptional laws

by numerous countries as part of their anti-terror measures, which restricted the basic rights of citizens, and threatened a

country’s rule of law if used excessively. While digital communication technologies could help in disseminating information more

effectively, and have the potential to make political processes more transparent, these technologies could also be exploited for

propagandistic purposes, Klibi explained.

During her talk, Professor Klibi repeatedly returned to the significance of a critical public. Rule of law should be the result of

public debates. Tunisia’s constitution, for example, had not only been formulated by the constituent assembly; actors of civil

society, as well, had considerably influenced the constituent process by putting forward recommendations and exerting pressure.

But even freedom of opinion, the prerequisite for a critical public, had its limits, according to Klibi, who thus agreed with Prof

Jeffrey Gedmin from Georgetown University, the final speaker of the debate.

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19

Gedmin, who captivated the audience with an unusual talk, recognised rule of law as an essential component of democracy, but

warned again unrestricted freedom of opinion. While Klibi deemed racist rhetoric to be wholly unacceptable, Gedmin argued

against state censorship. He preferred self-censorship over state intervention in freedom of opinion – a suggestion that lead to

lively and controversial discussions among the conference participants afterwards.

In the “Rule of Law” workshop, however, more concrete challenges were placed on the agenda. Above all, the recommendations

of this working group reflected efforts to promote the principles of rule of law across the whole of society. The most important

recommendation constituted a call on all relevant stakeholders to ensure that two most elementary principles – no person is

above the law, and all persons shall be equal before the law – are fully respected.

Prof. Dr. Salsabil Klibi (University of Tunisia) complemented the panel about “The Rule of Law”, together with Prof. Dr. Jeffrey Gedmin and modera-tor Nelly Corbel (left).

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RECOMMENDATIONS• Different stakeholders – families, teachers, academics, CSOs, private sector, government - work jointly to design

programs contributing to making the rule of law applicable to all in a way to ensure:

• That no one is above the law.

• Everybody is equal before the law.

While acknowledging the rule of law as a dynamic rather than a static process. (74%)

• Local authorities should establish an ombudsman (for the rule of law) on the level of local governance. (60%)

• National authorities should establish mirror directorates at the Ministry of Justice and the Ministry of Education or

other stakeholders. (51%)

• CSOs and education authorities to work together to support initiatives of the rule of law at schools, i.e. volunteering,

student unions, ombudsman, non-formal education, etc. (75%)

• CSOs, authorities, and donors jointly to set rules/criteria (based on transparency and trust) for funds acquisition. (69%)

• Stakeholders should set up advocacy training courses for youth organizations and marginalized groups and enhance

the capacity of journalists to use terminology and principles of the rule of law. (79%)

• In order for the following tools to be inclusive, the stakeholders should develop them based on ownership, promote

decentralization, and adopt a participatory approach in designing programs: (62%)

• Training

• Media + Art

• Facilitation / discussion

• Bodies (i.e. ombudsman)

• Policies based on the rule of law – encourage research on the rule of law

• Education, sports and gaming as tools to promote the rule of law

• Elections at school

• Evaluation and sharing good practices

1

EQUALITY AND DIVERSITYWhat do the terms “equality” and “diversity” mean precisely? Do they solely imply equal opportunities and a pluralistic social

order – or is their meaning more complex than that? What role does civic education play in promoting tolerance and integration

in a society, and thus paving the way for peaceful co-existence? The third panel discussion at the CEC 2016 provided answers,

impressions, and inspiration regarding these questions and others. The participants in the discussion sought to outline general

definitions of these terms first, before the workshop dealt with matters of equality and diversity in order to put forward

concrete recommendations for future education projects.

Right at the beginning of her talk, Dr Nasreen Rehman, Head of the NGO British Muslims for Secular Democracy, clarified that

equality and justice had to be considered prerequisites for rule of law. In her presentation, she particularly focused on the

reconcilability of secularism and religion. Meanwhile, Prof Hana Ben Abda from the Faculty of Law, Economics and Management

at the University of Jendouba in Tunisia, raised a central question regarding civic education in North Africa: Should values and

ideas that civil society actors are committed to be taught as early as primary school level? Further, what challenges does

Tunisia’s education system face in preparing children for their life in a pluralistic society? Contrary to other conference

participants, Ben Abda was cautious in expressing her support for this idea, pointing to the practical difficulties in implementing

an education reform such as this. However, she insisted that we should not see differences between people as a threat, but as an

advantage.

The “Equality and Diversity” workshop then embarked on a search for proposals on how to face these challenges. Among other

things, the participants discussed the question of what inclusive educational work looks like, and how the transfer of knowledge

and experience could aid in tackling this task. One of the most pressing difficulties, they agreed, was doubtlessly the enormous

centralisation in the fields of education and culture, as the marginalisation of rural regions, both in educational and cultural

efforts, basically lead to the exclusion of large segments of the population. Based on that, a central recommendation of this

working group was to increase networking efforts. This would strengthen actors working in rural regions, and contribute to

advancing the decentralisation of services in the field of civic education.

Spoke about equality and diversity during the panel discussion (from left to right): Susanne Ulrich (moderator), Dr. Nasreen Rehman (Chair of the British Muslims for Secular Democracy) and Prof. Dr. Hana Ben Abda (Faculty of Law, Economis and

Management, University of Jendouba, Tunisia).

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RECOMMENDATIONS• Establish an umbrella organization for all the organizations, initiatives and individuals interested in the field of civic

education. In order to transfer knowledge, build capacity, network, and share opportunities. (61%)

• Encourage big organizations to incubate underprivileged organizations and initiatives, and provide them with knowl

edge and experience. (66%)

• Encourage cooperation between NGOs to identify the needs for legal and policy changes to ensure equality. (65%)

• Encourage civil society actors to form broad coalitions with experts/universities and donors to develop proposals for

policies and legal framework to promote equality in diverse societies. (75%)

• Advocate for the inclusion of multicultural sensitivity development modules in teachers’ training programs. (84%)

• Advocate for adding practical training in multicultural environment for future teachers. (84%)

• Introduce intercultural perspectives through including exchange programs in educational curricula. (75%)

• Advocate for educational legislation and identify a precise process for monitoring the respect for diversity with the

educational institutions. (58%)

• Increase public awareness of the importance of inclusion and the benefits of diversity within the state, media, civil

society, and the people. (75%)

• Promote active diversity to encourage efficient collaboration among the different groups in society through open

dialogue platforms and workshops. (67%)

• Acknowledge that diversity is essential for democratic practices by the state through the implementation of

inclusionary laws guaranteeing rights for minorities and marginalized groups. (72%)

• Encourage the state to provide and maintain an open space of expression for all its citizens to advocate effective

participation by everyone in the society. (64%)

Inklusivity was a key topic of the workshop.

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Who are the kind of people that commit themselves to the service of their society? Are a higher level of education, social

integration, and an interest in politics necessary requirements for social engagement? Are altruistic motives obligatory to become

socially engaged, or could personal gains motivate people to devote themselves to “a good cause”? These were the opening

questions of Benedikt Widmaier, Director of the Academy for Political and Social Education of the Haus am Maiberg in

Heppenheim near Frankfurt am Main, in his speech during the fourth panel discussion on “Education and Civic Engagement” at

the CEC 2016. While all previous debates at the conference had focused on the methods of civic education, this discussion round

drew attention to individual motives, as well as the interplay between formal and informal approaches in education.

The political scientist asked his audience if democracy is a way of life or a form of society or political power. He then went on to

contrast the theoretical concepts of Pierre Bourdieux and Robert Putnam and, in doing so, evoked a discourse dealing with the

reasons and motives of individuals while linking them directly to the field of civic education. As he addressed the problem of a

depoliticised youth and the need for dialogue with young people, he also called on the education sector to fulfil its duty: “As

educators, it is our responsibility to support young people in their reflection on political questions that form the background of

everyday matters,” Widmaier explained. Adel El Haddad from the Tunisian Ministry of Education, on the other hand, used his

time on the panel to discuss concrete problems and challenges in the field of formal and informal education in Tunisia, and to

elaborate in detail on the reform of the education system that the country plans to implement.

The “Education and Civic Engagement” workshop placed its focus also on the more practical requirements of an education system

that is constituted of both formal and informal initiatives. Among the most important recommendations of the working group

were an increased exchange of experience, intensive networking, as well as a strong partnership between stakeholders in formal

and informal education. The group further advocates a stronger integration of social media in the public relations activities of

civil society actors and organisations.

EDUCATING FOR ENGAGEMENT

Jakob Erle, one of the facilitators of the workshop “Education for Engagement”.

23

RECOMMENDATIONS• Implement capacity building programs for civil society agents and teachers. (85%)

• Build a strong partnership and network between the formal and informal sectors. (71%)

• Develop an evaluation framework to measure the impact of civic education. (76%)

• Map the current civic education situation by conducting a baseline study (by a neutral organization) to identify the

needs of civic education for each country separately. (68%)

• Launch awareness campaigns for the society in order to introduce civic education and to motivate citizens to get

engaged. (58%)

• Civic education should not exclude any religious, humanist, ethnic and cultural background. (70%)

• Design civic education programs with a compulsory component of project based learning activities while encouraging

voluntary implementation. (71%)

• Create a monitoring body to maintain follow-ups and partnerships between MENA countries and European countries.

( 64%)

• Emphasis networking, to exchange experiences of strategies, practices, methods, and techniques by creating a

community of practice (CEC 2016 participants). (72%)

• Work in partnership with mass media and social media to promote civic education agenda/projects/agents. (70%)

1

On the panel (from left to right): Benedikt Widmaier (Director of the Academy for Political and Social Education, Haus am Maiberg), Nelly Corbel

(moderator) and Adel El Haddad (General Director for programs and trainings, Ministry of Education Tunisia).

24

NACE(Networking Arab Civic Education)

It is widely considered that, in times of political transition, both individual countries and the international community focus on

institutions at the expense of the political culture and shift in mindset required for local ownership and sustainable civic

development. A strong civic education sector cannot only build the democratic foundations of a society; it must also provide

dialoguing counterparts for international relations, which is essential to long-term socio-economic development and sustainable

peace. In a globalized world with new conflicts emerging along old lines of battle and rising political tensions across the globe,

transnational cooperation and knowledge transfers have become more important than ever. The recognition of a demand to

strengthen both local and transnational initiatives of civic education led to the establishment of NACE – Networking Arab Civic

Education.

NACE aims to serve as a platform for the empowerment of values/practices of civic education, which accompanies the civic

sector in the MENA region, to not only promote a civic culture but support the overall development of the sector. Its vision is that

“NACE provides spaces for exchange of knowledge and tools to advocate civic education in the Arab region. By inspiring and

engaging a variety of stakeholders to actively participate in constant renewals of the social contract, NACE places the

responsibility on itself to contribute to cohesion and communality on local, national and international levels.”

The idea was developed within the framework of NECE – Networking European Citizenship Education. NECE is a platform which

in a decade managed to Europeanize citizenship education and promote civility from south to north, from the Balkans to Ukraine.

It brings together hundreds of practitioners and academics from all over Europe to discuss, exchange, but mostly generate

approaches that help solve the pressing issues of our time, giving civil society a strong role in this process. Since 2012,

participants from countries of the MENA region have been participating in the annual NECE conferences.

26

FROM CORDOBA TO TUNIS – FROM NECE TO NACE – BRIDGING CROSS-BORDER CIVIC EDUCATION

Members of the NACE focus group (copyright: bpb)

In this context, the “Exchange between Europe and North Africa” focus group has been investigating new potential partner and

ideas, setting the groundwork for a sustainable and long-term forum of exchange between transitional North African states and

European countries. Based on a number of consultations, the focus group eventually identified three core initiatives to further

develop this conceptual framework: stocktaking, documentation, and the creation of a platform for dialogue, complementing the

existing NECE structure.

The first two initiatives have been implemented as an online data base available in Arabic and English. It includes brief country

profiles with information on the country-specific priorities.(1) In addition, a more in-depth mapping of the current state of civic

education in Egypt was jointly conducted by members of the focus group.(2) This mapping provides a methodology that can be

reproduced around the region as an approach for stocktaking and identifying new stakeholders and fields of activities for NACE.

Two subsequent Civic Education Conferences (2013 in Egypt and 2016 in Tunisia), initiated by the Goethe-Institut and the Tahir

Lounge@Goethe in cooperation with the focus group, set the cornerstone for a dialoguing platform that would complement

existing NECE structures and focus on stakeholders and the particular conditions in the MENA region. The second Civic Education

Conference (CEC) in 2016 offered the opportunity for an extensive assessment of needs among the participants: amongst other

things the results revealed an explicit demand for a structure fostering networking, cooperation of stakeholders as well as an

exchange of best practice models. The closing of the conference was thus a good opportunity to present the goals of NACE to the

participants:

1. Providing transparency about stakeholders, approaches, practices and requirements of civic education in the MENA region

2. Developing a knowledge hub for civic education in the Arab region by:

a. Gathering, documenting and disseminating the best / good practices from the various stakeholders

b. Collecting and distributing research, literature and good practice on civic education

3. Bridging the knowledge gap between the academic/theory field and the realm of practice by:

a. Connecting and linking the various stakeholders within the field

b. Inspiring exchange of knowledge and practice between stakeholders

c. Empowering the different stakeholders and developing their capacities

d. Advocating policy revision and development within the field of civic education

4. Stimulating research and cooperation of practitioners and academics who are involved in civic education in the MENA region

and across the Mediterranean

[1]http://www.bpb.de/veranstaltungen/netzwerke/nece/205935/the-making-of-citizens-ineurope-and-north-africa

[2] http://www.bpb.de/veranstaltungen/netzwerke/nece/229157/danish-egyptian-dialogue-institute-dedi-the-road-to-citizenship-education-in-egypt

27

http://www.bpb.de/veranstaltungen/netzwerke/nece/205935/the-making-of-citizens-ineurope-and-north-africa

http://www.bpb.de/veranstaltungen/netzwerke/nece/229157/danish-egyptian-dialogue-institute-dedi-the-road-to-citizenship-education-in-egypt

With the aim to promptly implement the conceptual framework based on the work of the focus group, a founding steering

committee consisting of elected members of the focus group will coordinate the upcoming steps during the foundational period,

seeking to establish NACE by spring 2019. This will include the development of a collaborative framework of rules, regulations

and criteria, the introduction of a monitoring body as well as capacity building programs and training courses. They will be

supervised and supported by an advisory group of former members of the focus group. Once the framework is in place, the

steering committee will be replaced by an administration board with the key task of managing NACE and ensuring its transparent

and representative governance.

At the next CEC, planned for 2018, a progress report will be presented. A newsletter and a website that are to be set up will offer

the opportunity of following the process and deliver advice for all those who are interested.

The Steering Comittee

Part of the Steering Committee of NACE: Petra Grüne of the Federal Agency for Civic Education (bpb).

28

29

PARTNERS

The Goethe-Institut is the cultural institute of the Federal Republic of Germany, with a global reach. It promotes knowledge of the

German language abroad and fosters international cultural cooperation. The Goethe-Institut conveys a comprehensive image of

Germany by providing information about cultural, social, and political life in Germany. The cultural and educational programs

encourage intercultural dialogue and enable cultural involvement. They strengthen the development of structures in civil society

and foster worldwide mobility.

With the network of Goethe-Instituts, Goethe Centres, cultural societies, reading rooms and exam and language learning centres,

for many people the Goethe-Institut has been the first point of contact with Germany for over sixty years. The long-lasting

partnerships with leading institutions and individuals in over ninety countries create enduring trust in Germany. The Goethe-

Institut is a partner for all who actively engage with Germany and its culture, working independently and without political ties.

Learn more: www.goethe.de

Goethe-Institut

The Danish Egyptian Dialogue Institute (DEDI) is an intergovernmental body, established in 2004 by an agreement between the

Danish and Egyptian Foreign Ministries with a strong dialogue mandate under the Danish Arab Partnership Programme (DAPP).

DEDI’s core mandate as a centre of excellence is to promote political and cultural understanding between Denmark and Egypt on

one hand and Europe and the Arab World on the other.

DEDI’s comparative advantages in dialogue competence and its unique intergovernmental status allow for a broad scope of

governmental and civil society partnerships to be brought together to build long-lasting networks and co-operation between

Egyptian and Danish partners. DEDI’s projects and activities are based on three programme areas:

- Politics and Democratization

- Culture as a Means of Participation

- Media in an Open Society

DEDI unique nature allow for on-going dialogue facilitation as well as project based dialogue activities within the priority areas.

Learn more: http://dedi.org.eg/

DEDI

30

The Union des Tunesiens Indépendants pour la Liberté is an independent, non-profit NGO. It was founded in April 2011 by a group

of people who decided to play an active role in the transformation phase after the revolution in Tunisia. The prime focus was

initially to support of change processes and work with the youth, as well as to develop the capacities of civil society

organizations, especially in rural regions.

UTIL advocates for the promotion of human rights, civil rights and social dialogue. Additionally, it focuses on basic rights, the

democratic development of the society and public life, as well as on the advancement of the rule of law. The organization

sensitizes and informs Tunisian citizens regarding a successful democratic transformation.

UTIL engages in extending possibilities for regional development as well as employment promotion. Young people, less privileged

social classes, and marginalized groups shall be supported by this engagement in particular.

Learn more: www.util.tn

UTIL

The Federal Agency for Civic Education (Bundeszentrale für politische Bildung/bpb) is a federal public authority

providing citizenship education and information on political issues for all people in Germany.

The work done by the Federal Agency for Civic Education (Bundeszentrale für politische Bildung/bpb) centres on promoting

awareness for democracy and participation in politics. It takes on topical and historical subjects by issuing publications; organising

seminars, events, study trips, exhibitions and competitions; providing extension training for journalists; and offering films and on-

line products. The broad range of educational activities provided by the bpb is designed to motivate people and enable them to

give critical thought to political and social issues and play an active part in political life. Considering Germany’s experience with

various forms of dictatorial rule down through its history, the Federal Republic of Germany bears a unique responsibility for

firmly anchoring values such as democracy, pluralism and tolerance in people’s minds.

Learn more: www.bpb.de

Federal Agency for Civic Education

31

The Tahrir Lounge@Goethe is one of the Goethe-Institut projects in Cairo. It seeks to create opportunities for young people to

explore their talents and creative potential in order to shape a better future, through conducting various activities in different

fields. In addition, the project supports youth initiatives and dynamic student activities.

The project enriches the cultural scene in Egyptian society by organizing various workshops to build the capacity of

governmental institutions in different fields.

The Goethe-Institut and the German Embassy in Cairo jointly support the Tahrir Lounge@Goethe activities. The project

operates under the umbrella of the cultural agreement between Egypt and Germany.

Learn more: www.facebook.com/tahrirlounge

Tahrir Lounge

PARTICIPANTS

Family Name First Name Land Organization

Abbas

Abbas

Abdalla

Abdelaziz

Abdo

Abou Zeid

Abou Zeid

Adel

Ahmad

Ahmed

Ahmed

Al Tarawneh

Al-Abidi

Al-Habahbeh

Ali

Aljabi

Allouch

Al-Natour

Al-Omoush

Al-Rijjal

Al-Sanusi

Al-Sharafi

Ameni

Anwar

Arram

Atia

Atia

Azkoul

Azmy

Badr

Banjac

Bari

Becker

Belguith

Belhaj

Belhaj Nasr

Ben Abda

Ben Ali

Ben Attia

Ben Hadj Meftah

Ben Hassan

Gaballah Mohammed

Syed Kausar

Mennatella Samy Abdelaziz

Mohmad

Beschoy Abdo Bekhet

Dina Moustafa Ahmed

Reem

Amr

Moustafa Kamal Mahmoud

Atef Mahmoud Abdelaal

Showki Omer Nawai

Hareth Hussien

Mohammad

Anas Sami Sulieman

Moez

Hassan Bassam

Ahmed

Nidal

Mohammad Salem

Yaser Ghaz Subhi

Iman

Linda Nasser Abdullatif

Kharoubi

Osama Bahgar Mohamed

Shahdan

Ossama

Salma

Lina Aymen Ali

Ali

Ali Ali Mohamed

Marinko

Ahmed

Gabriele

Bilel

Sami

Iskander

Prof. Dr. Hana

Yangui Hichem

Ines

Maher

Dr. Abdelbasset

Egypt

Pakistan

Egypt

Algeria

Egypt

Egypt

Egypt

Egypt

Egypt

Egypt

Sudan

Jordan

Tunisia

Jordan

Tunisia

Libanon

Tunisia

Egypt

Jordan

Jordan

Tunisia

Jordan

Tunisia

Egypt

Egypt

Tunisia

Tunisia

Egypt

Egypt

Egypt

Slovenia

Germany

Germany

Tunisia

Tunisia

Tunisia

Tunisia

Tunisia

Tunisia

Tunisia

Tunisia

Legal Forum Sustainable Social Development Organization (SSDO)

Tahrir Lounge

World Learning, Dalil.DZ

Tahrir Lounge

Media Vision Egypt

Danish Egyptian Dialouge Institute (DEDI)

Ambassadors Dialogue

Judges and Law Practitioners Association

Ministry of Education EgyptUN Secretary-General›s Global Education First Initiative

Global Alliance for Youth - Middle East

Tunisian Theater Dialogue Association

JohudUnion des Tunisiens Indépendants pour la Liberté (UTIL)

Volunteers Without Borders

Youth Without Borders - Tunisia Libya

Awalan TV

Novia

Me›maryoon

Ministry of Education Tunisia

Princess Basma Youth Center

TuMed

Tahrir Lounge

Danish Egyptian Dialouge Institute (DEDI)

TuMed

UNAIDS

Safety for the Empowerment of Women

University Ljubljana

Institut für berufliche Zukunft

Goethe-Institut Cairo

TuMed

Tunisian Organization for Social Cohesion

Tun›actFaculty of Law, Economics and Management Jendouba

Vision for Culture and Developpment

AFS TUNISIA

APNEK

The Arab Institut for Human Rights

33

Ben Hassana

Ben Khaled

Ben Rehouma

Ben Younes

Ben Youssef

Bergmann

Besand

Bessadi

Bhar

Bouabssa

Boukari

Bouslama

Bruun

Chaieb

Corbel

Daly

de Paola

Dhairi

Didi

Dziri

Ebert

Eddine

Eid

El Difraoui

El Haddad

El Mongy

El Shimi

ElGheliat

Elhidri

Elmontasar

El-Shahat

Enthegar

Erle

Fahmy

Fahmy

Farag

Fatnassi

Feki

Findeisen

Fuchs

Gaber

Souha Ghozzi

Maya

Insaf

Farhat

Nabila

Sophie

Anja

Nourredine

Sana

Hanene

Jalila

Dalel

Kirsten

Bahiya

Nelly

Sarah

Viviana

Adel

Faycal

Riadh

Johannes

Seif

Howaida

Abdelasiem

Adel

Mohamed

Rowan

Tahany Morsy Mohamed

Dhikra

Amin

Amira Mahmoud Ibrahim

Mohamad

Jakob

Abdelrahman Abdelmoneim

Rania Hossameldin

Ossama Mohamed Helmy

Khaled

Soufiane

Lukas

Julian

Rana

Land

Tunisia

Tunisia

Tunisia

Tunisia

Algeria

Germany / Tunisia

Germany

Algeria

Tunisia

Tunisia

Tunisia

Tunisia

Denmark

Tunisia

France / Egypt

Tunisia

Italy

Tunisia

Morocco

Tunisia

Germany

Tunisia

Egypt

France / Germany

Tunisia

Egypt

Egypt

Egypt

Tunisia

Tunisia

Egypt

Algeria

Denmark

Egypt

Egypt

Egypt

Tunisia

Tunisia

Germany

Germany

Egypt

Organization

Tunesische Vereinigung für politische Bildung


Zero Waste Tunisia

Al-Wafa

Aatik

Technische Universität Dresden

Education in Algeria

Ministry of Justice Tunisia

Tunisian Red Crescent


The Tunisia Federation of Film Societies/ I Watch

Lazord Foundation

Tun›Act

NGO School as Instrument of Peace, Youth Section

Impact Foundation for Research and Development

Alkawakibi Democracy Transition Center

Goethe-Institut

Cairo Opera

Candid Foundation Berlin

Ministry of Education Tunisisa

Misriyati

Mada Masr

Youth Initiative

The Women Policy Center

TuMed

Y-Peer

Party for Culture and Democracy International Academy for Education and Democary

you think green

Tahrir Lounge

Arab Origami Center

Nations Institute INDC

Centre of Arab and Mediterranean Music

AFS


Egyptian Youth Federation

34

Family Name First Name

Gal

Gammara

Gamtsemlidze

Gebara

Gedmin

Ghali

Gherasim

Ghobrial

Ghriss

Ginzel

Golubeva

Grüne

Guibene

Habib

Hammoudi

Hansen

Hansen

Hassan

Hassanen

Hassanien

Hemedy

Hosni

Ibrahim

Idrissi

Ioseliani

Ivanova

Jarrah

Jeridi

Kabani

Kaouech

Kaschl-Mohni

Keller

Khader

Khanfar

Khedr

Khirallah

Klibi

Knudsen

Kox

Krawczyk

Krüger

Zoltan

Mohammed

Nato

Caroline

Prof. Dr. Jeffrey

Amine

Cristian-George

Mina Youssef Saleeb

Faten

Laura

Maria

Petra

Badi

Nada Ahmed Kamel

Wafa

Lisbeth Vibeke Pilegaard

Per Vitus Paludan

Osama Mohsen Helmy

Samar Mohamed Roushdy

Wafaa Ali Elbady Taher

Elmaaloum

Najet Bel Haj Romdhane

Dina Aboelmaaref

Hajar

Khatuna

Antoaneta

Muhannad

Ameur

Javeria Rizvi

Asma

Elke

Johanna

Nael M. I.

Riyad Abdul Hameed

Reem El Sayed El Sakka

Maha Atia Aweys

Prof. Dr. Salabil

Trine Bendix

Verena Cäcilia

Elżbieta Agata

Thomas

Land

Germany

Tunisia

Georgia

Norway

USA

Tunisia

Romania

Egypt

Tunisia

Germany

Latvia

Germany

Tunisia

Egypt

Tunisia

Denmark

Denmark

Egypt

Egypt

Germany / Egypt

Mauritania

Tunisia

Egypt

Morocco

Georgia

Macedonia

Jordan

Tunisia

Egypt

Tunisia

Germany

Germany

Palestine

Palestine

Egypt

Egypt

Tunisia

Denmark

Germany

Poland

Germany

Organization

The Psychosomatic Center Munich Association of Culture and Education of Citizenship

Civic Eduation Teacher›s Forum

The European Wergeland Center

Georgetown UniversityAl Kawakibi Democracy Transition Center (KADEM)

Ministry of Foreign Affairs Romania

Tahrir Lounge

Young Tunisian Coders Academy

Candid Foundation

Centre for Public Policy PROVIDUS

Federal Agency for Civic Education (bpb)

Sousse DemainThoth Egypt Organization for Development and Heritage

BikInti Civil Organization

European Endowment for Democracy

Liberalt Oplysnings Forbund (LOF)

Free Egyptians Party

League of Arab States

Freie Universität BerlinSyndicat Independant des Professeurs de L’Enseignement Secondaire Sipes

Femmes & Leadership

Tahrir Lounge

Student (PhD)

Open Society Georgia Foundation

Mladiinfo International

INJAZ

Tunisia Think Tank Foundation International

Swedish Institute in AlexandriaFanni Raghman Anni


Goethe-Institut CairoThe Palestinian Institute for Communication and Development

Organization for the Development of Civil Society

Mahatat for Contemporary Art Association for the Development of the Egyptian Family

University of Tunisia

Danish Adult Education Association

Training and Consulting

Center for Citizenship Education

Federal Agency for Civic Education (bpb)

35


Lahmar

Lamti

Louhichi

Lüders

Mabrouki

Mahmoud

Mahmoud

Mahroug

Manal

Mandelc

Marafi

Maryna

Matschiner

Mirschberger

Missaoui

Mohamed

Mohammad

Moharam

Morsi

Morsy

Mubarak

Mueller

Nabih

Nahdi

Nasra

Oravec

Osman

Oueslati

Özcan

Padan

Pertijs

Petrea

Petridis

Philip

Pradeau

Qasem

Radwan

Ramadan

Raschke

Rehman

Saad

Mohamed

Ines

Sabr

Nina

Yacine

Elhossien

Olfa

Marouane

Benani

Damjan

Lamya

Minova

Helena

Judith

Ghada

Rola Tarek Korany

Awad Moustafa

Shaza Reyad Hassan Aly

Merfat Mohamed

Amira Mohamed

Hammam K. M

Prof. Dr. Jan-Werner

Amir

Habiba

Helmi

Laco

Ahmed Hamdy

Imen

Sezer

Tali

Adrianus J. M.

Ala

Mimikos

Sofian

Gilles

Sindyan

Sarah Ahmed Elrawy

Mohsen

Christian

Dr. Nasreen

Karem

Land

Tunisia

Tunisia

Tunisia

Germany

Morocco

Egypt

Tunisia

Tunisia

Algeria

Slovenia

Egypt

Belarus

Germany

Germany

Tunisia

Egypt

Egypt

Egypt

Egypt

Egypt

Palestine

Germany/USA

Egypt

Tunisia

Tunisia

Slovakia

Egypt

Tunisia

Turkey

Denmark

Netherlands

Moldova

Greece/Netherlands

Germany

France

Germany

Egypt

Egypt

Germany

Pakistan/Great Britain

Tunisia

Organization

esprit

Goethe-Institut Tunis

«Let’s rule» project

Kreisau-Initiative

Moroccan Organization for Human Rights

www.elseyasi.com

Ministry of Education Tunisia

Association Djerba Insolite

British Council

University of Ljubljana

ikteshaaf

Academy of the Postdiploma (Postgraduate) Education

Goethe-Institut Kairo


Doustourna Network

John D. Gerhart Center, American University in Cairo

Coptic Evangelical Organization for Social Services

Youth InitiativeCoptic Evangelical Organization for Social Services

Global Network for rights and development

Princeton University

Ministry of Culture Egypt

Inspector of Arts EducationUnion des Tunisiens Indépendants pour la Liberté (UTIL)

Milan Simecka Foundation

Siyaq for Human Resource Development

Civil Volunteer Group-Tunisia

Hasan Kalyoncu University

Mellem Education

Maatschappij & Politiek and KSE National

Trade Union Confederation of Moldova ZZP

Freelance Journalist

Budgetparticipatif.info

ufuq.de

Tahrir Lounge

Vielfalt Gestalten - Managing Diversity

British Muslims for Secular Democracy

Tunisian Organisation for Juvenile Rehabilitation and Human Rights

36


Saou

Sayed

Shahien

Shahin

Slavkova

Slimane

Smara

Soliman

Soltan

Sonnenberg

Stehr

Tezeghdenti

Toure

Touzani

Ulrich

Vidoeski

Wafi

Welge

Wenzel

Widmaier

Wischniewski

Wojcik

Wolff-Jontofsohn

Yassine

Zakraoui

Zaky

Zribi

Abdallah

Menatella

Mona

Hana

Louisa

Fattoum

Soukaina

Nayera Abdelhamid

Hossam Khalaf Aly

Jana

Christian

Mouadh

Samba

Zied Naceur

Susanne

Srgjan

Ohoud

Rebecca Marie

Florian

Benedikt

Anna

Andreas

Ulrike

Abdelmalek

Malek

Youmna Khaled

Ghada

Land

Morocco

Egypt

Egypt

Egypt

Bulgaria

Tunisia

Tunisia

Egypt

Egypt

Germany

Germany

Tunisia

Mali

Tunisia

Germany

Macedonia

Egypt

Switzerland

Germany

Germany

Germany

Germany

Germany

Tunisia

Tunisia

Egypt

Tunisia

Organization

Youth without borders Wataneya Society for the Development of Orphanages

Tahrir Lounge


Sofia Platform

Ecole Nationale d›Ingenieurs de Gabes Union des Tunisiens Indépendants pour la Liberté (UTIL)

Arab Forum for Alternatives

Middle East and North Africa Committee



Generations For Peace

Wanep Mali

Tun›Act

Center for Applied Policy Research (C.A.P)

Centre For Balkan Cooperation LOJA

Center for Political Research, Studies and Intercultural Dialogue, Cairo University

NCCR Democracy

Center for Applied Policy Research Munich (C.A.P)

The Academy for social and political Education “Haus am Maiberg”


Institut für berufliche Zukunft

University of Freiburg/ Council of Europe

Académie Jeunesse Tunisie de Développement

RAJ-Tunisia

Freelance Consultant

Youth Decides

37


IMPRINT

Goethe-Institut Cairo Regional Director North Africa/Middle East: Dr. Elke Kaschl Mohni

17, Sharia Hussein Wassef,Midan El-Missaha-Doqqi

P.O. Box 7 Moh. Farid

11518 Cairo, Egypt

Tel. +20 2 25759877

Fax +20 2 25771140

[email protected]

www.goethe.de/egypt

Concept & Editorial: Jana Sonnenberg

Editorial Assistant: Sofian Philip Naceur Translation:

Jana Duman (German/English), Ola Adel (German/

Arabic)

Proofreading: Janina Lücke (German), Richard Neal

(English), Refaat Farag (Arabic)

Design & Layout: Christine Adel

Photographers: Sabrine Turki, Callum Francis Hugh,

Bernhard Ludewig

This documentation was published by the

Goethe-Institut Cairo © 2016.

All rights reserved.

Goethe-Institut TunisDirector:Judith Mirschberger

6, Rue du Sénégal

1002 Tunis-Belvédère

Tunisia

Tel. +216 70 026220

[email protected]

www.goethe.de/tunisia

Dialogue & Transition

Coordinator for joined projects:

Julian Fuchs

Tel. +20 2 25759877-330

Fax +20 2 25771140

[email protected]

www.goethe.de/transformation

www.goethe.de/cec

Conference planning:

Hana Shahin

Anna Wischniewski

Content planning und moderation:

Nelly Corbel

Susanne Ulrich

As part of the German-Arab transformation partnership and in continuation of

the Civic Education Conference Alexandria 2013 (CEC), the Goethe-Institut,

supported by the Federal Foreign Office, in partnership with the Danish

Egyptian Dialogue Institute (DEDI), the German Federal Agency for Civic

Education and Union des Tunisiens Indépendants pour la Liberté (UTIL) and the

Tahrir Lounge@Goethe were jointly organizing the Civic Education Conference

(CEC) 2016 in Tunisia.

cec 2016 documentation in english

Documents